Course-Introduction to French Pasties.
course discription: This course is designed to introduce students to methods and techniques used to produce fine French pastries.
The basics of the course is to learn how to prepare different pastry doughs and how they are used to prepare different types of French pastries
By the end of the course, students will understand the specifics of each pastry dough, how each dough is used and the importance of these differences.
Steps in intergrated course design
Identify important situational factors.
1. Specific Context of the teaching and learning sittuation
Students in class 16-20
Course level-introdutory/basic skills
Class will meet 5 times during the quarter Saturdays 12PM-4PM
Class delivery-Face tp face
2. Expectations of External Groups
Create new interest in a field that is growing fast and trained professionals are in high demand.
Accreditation-there are several different accrecitations available from pastry cook to advanced pastry chef.
Curricular goals: provide skills for both home and professional use.
3. Nature of the Subject
Convergent and divergent: The material is based on very specific recipes and methods used to produce a good product, but allows for personal creativity in methods of finishing and presentation.
This subject is both cognitive and includes physical skills.
This field of study is based on techniques and methodoloy that has been used for hundreds of years, but is open to some changes do to advancement in equiptment.
4. Characteristics of the Learner
Large range of ages (18-75) many retired, some considering late life career change and others considering this as a professional direction, but want more information to be sure.
Goals: learn new skills to use within a present job, or for personal use.
Enrollment: learn something new, have fun, make good use of a Saturday.
Previous experience is not required, but experience levels range from beginner to professonal.
5. Characteristics of the teacher.
Experience: 25 years of professional experience. Cooks training supervisor (HARRIOT progam), Adjunct instructor BTC, Kapiolani CC and Purdue University Ft, Wayne Ind. campus
Competence level is high, but could use additional teaching classes.
Teaching process: Little course training, AA culinary, BA Ancient classical languages, MA library science
6. Pedagogical Challenge
The student: Most student come to class with an feeling that the material is very difficult due to what they have heard from others, or have been given shotcuts that do not work.
The instructor: Needs to cover correct methods and techniques in a way that the students can understand and feel comfortable with the material.
Part 2 Identify Important learning goals 1. Foundation Knowledge: Learn doughs for tarts, flans, creampuffs, Genoise, sponge cake, petit fours, cookies and cakes Know the difference in doughs Know which dough is used for which application. 2. Application : Be able to read and follow a recipe Be able to increase and decrease recipes Using individual ingredients the student must be able to produce all aspects of the desired product. Work with other students as a team to produce desired product. 3. Integration: How does working a recipe also relate to math skills, time utilization and communication skills? Using the skills of others in a team, each using their strengths to help compensate for weaknesses. Pastry making skills can bring people from many different backgrounds together and skill level to produce a common project. Want to make sure the products you produce are the best you can possible make. 4. Human Dimensions: Become a team leader, helping others through the complex issues of a project. Working with others who may not have you skill are not as strong and helping them in a nurturing manner. Know how others see you as a coworker, are you working as a team player, or a loner only concerned about yourself. 5. Caring: Do you want to do a good job and produce a good product? Do you want to share what you have learned with others? Do you want to take more classes to learn more about the product, or more skills? Do you feel that you are producing the best product you can? Are you producing the to the quality standards you promised your employer? 6. Learning how to learn: Students will be able to identify what the problems are and how to correct the problem. Finding different teachers how can show you new and different ways of looking at the material. See how the product is produced different at home and in the industry. Practice the recipe until you know it well enough that you can use correctly in different applications. Learn it well enough that you can teach it to others.
Self assessment 1. Students will meet Thursday for 30 minuets after the production portion of the class. 2. Students will use this time to review the work they have done so far, where they stand with their remaining time available and how they feel about the quality of their work and what changes they would like to make. 3. Each team member can use this time to critic their fellow members to express what they like or dislike and make recommendations for the next work session. 4. At this time other instructors, who have had a chance to observe the students work can make recommendations to the students as well. 5. Students will meet on Friday to debrief and critic the final outcomes of their project both their individual assignment and that of the team as a whole. 6. Students may make recommendations for the next assignment based on the assignment just finished. FIDeLity Feedback 1. Students will meet in a round table format where the instructors will have the opportunity give feed back to each student and the group as a whole. 2. Instructors will review critical areas, issues and make positive recommendations to individuals and groups that may be applied to their next assignment. 3. A written evaluation based on the criteria and standards listed above will be given to each student.
STESTEP 4: TEACHING AND LEARNING ACTIVITES EXPEXPERIENCES: 1. Individual hands on project/assignment 2. Team based written project 3. Field trips: Le Cordon Bleu Seattle/Sysco food show (see what new products are on the market) 4. Visit a pastry chef at their restaurant/hotel/shop and observe them at work, ask questions 5. Check out pastry web sites: www.thepastrychef.com and www.juliachildfrenchchef.com 6. Respond to other students questions posted on their wiki site INFIINFORMATION: 1. Review recipes on sharepoint site 2. Review Master Chef CD and On Baking recipes 3. Guest lecturers from local restaurants 4. BTC video pastry library 5. Class lecturers 6. Students to share their personal experiences. REFREFLECTION: 1. Group discussions-learning from each other 2. Write a dessert menu with items you would like to see at your favorite restaurant and why 3. Keep a record/journal of how your skills, method and technique is improving from week to week 4. Create a wiki site and post question pertaining to pastry making and invite other students to respond COMPUTER LEARNING
V. COMPONENT PARTS INTERGRATION
Learning Goals:
Feedback & Assessment Procedures:
Teaching & Learning Activities:
1. FOUNDATION KNOWLEDGE: Create pastries using recipes based on French cooking techniques, methods and procedures including: puff pastry, sponge based pastries, yeast based pastries, pies, cookies and candies.
1. Background Knowledge Probe 2. Problem solving Use round table format 3. Authentic Assessment 4. Self-Assessment 5. Reading/Writing Assignments 6. Written Exam
1. Written/Oral Presentation: What do you know about this subject and what do want to know? 2. Class Discussion: Develop Criteria & Standards 3. Role Playing: You will show us how to make a product we are working on 4. Independent Research: Text book, industry based magazines, Trade shows, Internet, Library, food based television shows. 5. Guest lecturers: Local chef, pastry chefs and sanitation experts 6. Restaurant visits: Try meals in different restaurants , interview chefs and other workers.
2. APPLICATION: Be able to read and follow a recipe Be able to increase and decrease recipes Using individual ingredients the student must be able to produce all aspects of the desired product. Work with other students as a team to produce desired product.
. Background 1. Knowledge Probe 2. Problem solving Use round table format 3. Authentic Assessment 4. Self-Assessment 5. Reading/Writing Assignments 6. Written Exam
Written/Oral Presentation: Why am I doing it this way? 2. Class Discussion: Develop Criteria & Standards 3. Instructor Demonstration;Individual Hands-on Project: Create produces using the information you have received. 4. Role Playing: Playing with different scales, how they may be different to read and understand the results. 5.Reflection: What went wrong? What should have been done instead? 6. Independent Research: Text book, industry based magazines, Trade shows, Internet, Library, food based television shows. 7. Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
3. INTEGRATION: How does working a recipe also relate to math skills, time utilization and communication skills? Using the skills of others in a team, each using their strengths to help compensate for weaknesses. Pastry making skills can bring people from many different backgrounds together and skill level to produce a common project. Want to make sure the products you produce are the best you can possible make.
1. Background Knowledge Probe 2. Authentic Assessment 3. Team Project 4. Self-Assessment 5. Reading/Writing Assignments 6. Written Exam
1. Written/Oral Presentation: 2. Class Discussion: Develop Criteria & Standards 3. Instructor Demonstration; Small Group Hands-on Project: What would I do differently 4. Reflection: How do I setup the ingredients of a recipe so that my work is organized and efficient? 5. Independent Research: Text book, industry based magazines, Trade shows, Internet, Library, food based television shows. 6. Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
4. HUMAN DIMENSION: Become a team leader, helping others through the complex issues of a project. Working with others who may not have your skill are not as strong and helping them in a nurturing manner. Know how others see you as a coworker, are you working as a team player.
1. Written/Oral Presentation: Teach a class, give to others what you have learned 2. Class Discussion: Develop Criteria & Standards 3. Presentations; Role Playing: Show how different techniques can make the job easier, or more cost efficient. 4. Reflection: What was my experience, my co-worker's experience, my employer’s experience working with me?
5. CARING: Do you want to do a good job and produce a good product? Do you want to share what you have learned with others? Do you want to take more classes to learn more about the product, or more skills? Do you feel that you are producing the best product you can? Are you producing to the quality standards you promised your employer?
1. Written/Oral Presentation: My work ethic is appreciated by those I work with, work for and my customer. 2. Class Discussion: Develop Criteria & Standards 3. Presentations; Role Playing: Good work ethic/Poor work ethic, how does this make me a good/poor worker? 4. Reflection: Does work ethic affect quality of work?
6. CONTINUED LEARNING: Where do you want to be in 5 years. What is your plan to make sure you achieve those goals? What do you still need to learn? How do intend to get that knowledge.
1.Background Knowledge Probe 2. Authentic Assessment 3. Self-Assessment 4. Comparative testing from when you first took the class and now
1. Written/Oral Presentation: Bibliography of trade resources 2. Class Discussion: Develop Criteria & Standards 3. Reflection: How do I keep up with new trends, keep my knowledge fresh
course discription: This course is designed to introduce students to methods and techniques used to produce fine French pastries.
The basics of the course is to learn how to prepare different pastry doughs and how they are used to prepare different types of French pastries
By the end of the course, students will understand the specifics of each pastry dough, how each dough is used and the importance of these differences.
Steps in intergrated course design
Identify important situational factors.
1. Specific Context of the teaching and learning sittuation
Students in class 16-20
Course level-introdutory/basic skills
Class will meet 5 times during the quarter Saturdays 12PM-4PM
Class delivery-Face tp face
2. Expectations of External Groups
Create new interest in a field that is growing fast and trained professionals are in high demand.
Accreditation-there are several different accrecitations available from pastry cook to advanced pastry chef.
Curricular goals: provide skills for both home and professional use.
3. Nature of the Subject
Convergent and divergent: The material is based on very specific recipes and methods used to produce a good product, but allows for personal creativity in methods of finishing and presentation.
This subject is both cognitive and includes physical skills.
This field of study is based on techniques and methodoloy that has been used for hundreds of years, but is open to some changes do to advancement in equiptment.
4. Characteristics of the Learner
Large range of ages (18-75) many retired, some considering late life career change and others considering this as a professional direction, but want more information to be sure.
Goals: learn new skills to use within a present job, or for personal use.
Enrollment: learn something new, have fun, make good use of a Saturday.
Previous experience is not required, but experience levels range from beginner to professonal.
5. Characteristics of the teacher.
Experience: 25 years of professional experience. Cooks training supervisor (HARRIOT progam), Adjunct instructor BTC, Kapiolani CC and Purdue University Ft, Wayne Ind. campus
Competence level is high, but could use additional teaching classes.
Teaching process: Little course training, AA culinary, BA Ancient classical languages, MA library science
6. Pedagogical Challenge
The student: Most student come to class with an feeling that the material is very difficult due to what they have heard from others, or have been given shotcuts that do not work.
The instructor: Needs to cover correct methods and techniques in a way that the students can understand and feel comfortable with the material.
Part 2 Identify Important learning goals
1. Foundation Knowledge:
Learn doughs for tarts, flans, creampuffs, Genoise, sponge cake, petit fours, cookies and cakes
Know the difference in doughs
Know which dough is used for which application.
2. Application :
Be able to read and follow a recipe
Be able to increase and decrease recipes
Using individual ingredients the student must be able to produce all aspects of the desired product.
Work with other students as a team to produce desired product.
3. Integration:
How does working a recipe also relate to math skills, time utilization and communication skills?
Using the skills of others in a team, each using their strengths to help compensate for weaknesses.
Pastry making skills can bring people from many different backgrounds together and skill level to produce a common project.
Want to make sure the products you produce are the best you can possible make.
4. Human Dimensions:
Become a team leader, helping others through the complex issues of a project.
Working with others who may not have you skill are not as strong and helping them in a nurturing manner.
Know how others see you as a coworker, are you working as a team player, or a loner only concerned about yourself.
5. Caring:
Do you want to do a good job and produce a good product?
Do you want to share what you have learned with others?
Do you want to take more classes to learn more about the product, or more skills?
Do you feel that you are producing the best product you can?
Are you producing the to the quality standards you promised your employer?
6. Learning how to learn:
Students will be able to identify what the problems are and how to correct the problem.
Finding different teachers how can show you new and different ways of looking at the material.
See how the product is produced different at home and in the industry.
Practice the recipe until you know it well enough that you can use correctly in different applications.
Learn it well enough that you can teach it to others.
Step 3 of creating significant learning.
Feedback and assessments (international buffets)
Forward-looking assessments
1. Students will be given their class assignment to produce specific food items for the weekly buffet on Monday.
2. Each student will be assigned to a group consisting of 2-3 students with each group member responsible for 1 part of the project, but the team as a whole will be responsible for the completed project.
3. Since the assignment begins on Thursday and completed on Friday, Students will have Monday, Tuesday and Wednesday to review their assignments and ask questions relating to the assignment.
4. Each team must meet at least once before the assignment begins to determine that each team member understands their assignment, what materials they will need and what the expected outcome of the completed project is.
5. Students have a choice to use recipes provided, or use another they prefer as long as it is approved by the instructor.
Criteria and Standards
10 Points Each
Professionalism and Personal Hygiene:
1. Student is on time and is dressed and ready to begin tasks at the start of lab. Personal
hygiene is practiced daily.
2. Presents a well groomed image, hair is under control at all times. Uniform is complete, clean and pressed daily. Jewelry is removed at all times.
Sanitation Skills:
1. Regularly cleans and sanitizes work station and equipment.
2. Stores food products properly. Maintains proper hot and
cold temperature controls. Uses FIFO system properly. Properly labels food products.
3. Uses tools and gloves regularly to avoid bare hand contact on RTE food products. Uses proper methods when reheating and cooling foods.
4. Avoids cross contamination when preparing raw meats and RTE food products. Exhibits working knowledge of standard sanitation practices used in industry.
Station Cleanliness:
1. Maintains a clean work station (clean as you go). Station clutter is kept to a minimum during preparation and service periods.
2. Works quickly and efficiently during end of lab clean-up, properly cleaning and breaking down station as well as assisting in general kitchen clean-up. Maintains a clean uniform and floor around work station through prep and service.
Foundational Culinary Skills:
1. Student can recite all standard weights and measurements, Able to properly scale ingredients for
recipes, Able to properly convert recipes into larger or small yields.
2. Displays the ability to properly read and follow recipe instructions.
3. Display ability to perform yield analysis on a variety of fruits, vegetables and proteins. Controls excess waste by minimizing trim loss and spoilage.
4. Safely performs all work assignments including safe use of kitchen equipment and safely moving around the kitchen using proper communication (right behind, hot pan, sharp knife!).
Foundational Job Skills:
1. Is aware of team needs as well as making team aware of own needs.
2. Values the success of the team as much as own success. Exhibits sound problem solving skills,
judgment and makes logical decisions on a regular basis.
3. Takes ownership of station responsibilities and any additional assignments.
4. Communicates clearly and comfortably. Asks questions regularly, listens to instruction and follows through with direction.
5. Takes initiative when tasks need to be done, pursues the needs of the kitchen when caught up with own work assignments. Exhibits a developing leadership tendency
Classic Culinary Techniques:
1. Regularly displays consistent knife skills including accurate classic vegetable cuts and
developing meat fabrication skills.
2. Regularly displays skills applied to classic cooking methods and techniques.
3. Displays knowledge of classic cooking terminology and proper application of mise en place skills 4. Key cooking skills include soups and sauce preparations, sauté, stir fry, deep fry, pan fry, grill, broil, roast, poaching, steaming, braising and stewing.
Station Organization
1. Regularly uses organizational prep lists to plan the production day.
2. Regularly comes prepared to lab
having read recipes and preparation assignments.
3. Systematically approaches the work day gathering equipment, food products
and general station set-up minimizing time away from preparation station
4. Displays well thought out service station set-up minimizing excess movements and crossing over co-workers.
5. Displays sense of urgency and is a productive worker.
Buffet Production Skills Exhibited:
1. Exhibits developing buffet production skills including preparation of International
soups, hot and cold appetizers, salads, starch and vegetables, entrees, bread and dessert preparations.
2. Maintain quality of food products by preparing food products in batches. Hot food is
consistently served on hot service equipment, cold food on cold
service equipment.
3. Exhibits good timing by keeping freshly prepared food product available throughout service period.
Food Quality:
1. Exhibits developing palate, able to judge proper
amount of seasoning and regularly tastes products to confirm
quality. Able to judge doneness of a variety of food products.
2. Strives to produce well flavored and artfully displayed menu
selections.
3. Strives to protect food quality by handling food products properly, maintaining freshness. Final food products exhibit proper textures (crisp foods crisp, smooth purees etc.),
doneness (medium rare etc.) and are very flavorful. Buffet
presentation skills and garnishing techniques exhibited.
Self assessment
1. Students will meet Thursday for 30 minuets after the production portion of the class.
2. Students will use this time to review the work they have done so far, where they stand with their remaining time available and how they feel about the quality of their work and what changes they would like to make.
3. Each team member can use this time to critic their fellow members to express what they like or dislike and make recommendations for the next work session.
4. At this time other instructors, who have had a chance to observe the students work can make recommendations to the students as well.
5. Students will meet on Friday to debrief and critic the final outcomes of their project both their individual assignment and that of the team as a whole.
6. Students may make recommendations for the next assignment based on the assignment just finished.
FIDeLity Feedback
1. Students will meet in a round table format where the instructors will have the opportunity give feed back to each student and the group as a whole.
2. Instructors will review critical areas, issues and make positive recommendations to individuals and groups that may be applied to their next assignment.
3. A written evaluation based on the criteria and standards listed above will be given to each student.
STESTEP 4: TEACHING AND LEARNING ACTIVITES
EXPEXPERIENCES:
1. Individual hands on project/assignment
2. Team based written project
3. Field trips: Le Cordon Bleu Seattle/Sysco food show (see what new products are on the market)
4. Visit a pastry chef at their restaurant/hotel/shop and observe them at work, ask questions
5. Check out pastry web sites: www.thepastrychef.com and www.juliachildfrenchchef.com
6. Respond to other students questions posted on their wiki site
INFIINFORMATION:
1. Review recipes on sharepoint site
2. Review Master Chef CD and On Baking recipes
3. Guest lecturers from local restaurants
4. BTC video pastry library
5. Class lecturers
6. Students to share their personal experiences.
REFREFLECTION:
1. Group discussions-learning from each other
2. Write a dessert menu with items you would like to see at your favorite restaurant and why
3. Keep a record/journal of how your skills, method and technique is improving from week to week
4. Create a wiki site and post question pertaining to pastry making and invite other students to respond
COMPUTER LEARNING
V. COMPONENT PARTS INTERGRATION
Create pastries using recipes based on French cooking techniques, methods and procedures including: puff pastry, sponge based pastries, yeast based pastries, pies, cookies and candies.
2. Problem solving
Use round table format
3. Authentic Assessment
4. Self-Assessment
5. Reading/Writing Assignments
6. Written Exam
2. Class Discussion: Develop Criteria & Standards
3. Role Playing: You will show us how to make a product we are working on
4. Independent Research: Text book, industry based magazines, Trade shows, Internet, Library, food based television shows.
5. Guest lecturers: Local chef, pastry chefs and sanitation experts
6. Restaurant visits: Try meals in different restaurants , interview chefs and other workers.
Be able to read and follow a recipe
Be able to increase and decrease recipes
Using individual ingredients the student must be able to produce all aspects of the desired product.
Work with other students as a team to produce desired product.
1. Knowledge Probe
2. Problem solving
Use round table format
3. Authentic Assessment
4. Self-Assessment
5. Reading/Writing Assignments
6. Written Exam
2. Class Discussion: Develop Criteria & Standards
3. Instructor Demonstration; Individual Hands-on Project: Create produces using the information you have received.
4. Role Playing: Playing with different scales, how they may be different to read and understand the results.
5.Reflection: What went wrong? What should have been done instead?
6. Independent Research: Text book, industry based magazines, Trade shows, Internet, Library, food based television shows.
7. Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
How does working a recipe also relate to math skills, time utilization and communication skills?
Using the skills of others in a team, each using their strengths to help compensate for weaknesses.
Pastry making skills can bring people from many different backgrounds together and skill level to produce a common project.
Want to make sure the products you produce are the best you can possible make.
2. Authentic Assessment
3. Team Project
4. Self-Assessment
5. Reading/Writing Assignments
6. Written Exam
2. Class Discussion: Develop Criteria & Standards
3. Instructor Demonstration; Small Group Hands-on Project: What would I do differently
4. Reflection: How do I setup the ingredients of a recipe so that my work is organized and efficient?
5. Independent Research: Text book, industry based magazines, Trade shows, Internet, Library, food based television shows.
6. Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
Become a team leader, helping others through the complex issues of a project.
Working with others who may not have your skill are not as strong and helping them in a nurturing manner.
Know how others see you as a coworker, are you working as a team player.
2. Authentic Assessment
3. Self-Assessment
4. Reading/Writing Assignments
2. Class Discussion: Develop Criteria & Standards
3. Presentations; Role Playing: Show how different techniques can make the job easier, or more cost efficient.
4. Reflection: What was my experience, my co-worker's experience, my employer’s experience working with me?
Do you want to do a good job and produce a good product?
Do you want to share what you have learned with others?
Do you want to take more classes to learn more about the product, or more skills?
Do you feel that you are producing the best product you can?
Are you producing to the quality standards you promised your employer?
2. Authentic Assessment
3. Self-Assessment
4. Reading/Writing Assignments
2. Class Discussion: Develop Criteria & Standards
3. Presentations; Role Playing: Good work ethic/Poor work ethic, how does this make me a good/poor worker?
4. Reflection: Does work ethic affect quality of work?
Where do you want to be in 5 years.
What is your plan to make sure you achieve those goals?
What do you still need to learn?
How do intend to get that knowledge.
2. Authentic Assessment
3. Self-Assessment
4. Comparative testing from when you first took the class and now
2. Class Discussion: Develop Criteria & Standards
3. Reflection: How do I keep up with new trends, keep my knowledge fresh